In one study researchers
investigated the role of intentional-encoding instructions and task relevance
at study on visual memory performance (Varakin & Hale, 2014). Task
relevance was manipulated by having participants keep a running tally of either
the objects they were attempting to remember or an irrelevant category of
objects during study. Half of the participants within each level of task
relevance were further instructed to remember one category of objects for a
subsequent recognition memory test (intentional memory group) , and the other
half of the participants were not informed of a memory test (incidental memory
group). Intentional-encoding instructions improved recognition discrimination
only when participants were not already keeping a tally of the to-be-remembered
objects. This result suggests that intentional-encoding instructions may
improve visual memory due to generic attentional modulation, not
encoding-specific processes.
In another study, we conducted at Eastern Kentucky University,
we examined whether intentional encoding instructions improve long-term
recognition memory for visual appearance (Varakin, Frye, & Mayfield, 2012).
The effect of memory instructions was examined using a factorial design, so
that attention to/task relevance of objects could be manipulated independently
of memory instructions. The sample size was large enough to achieve power equal
to .80 for medium effect sizes (f = .25). There was no effect of
intentional memory instructions. These results suggest that observers cannot
easily enhance encoding and storage of visual information in long-term memory. Intent to remember, per-se, may not enhance
memory.
Trying to remember or reading material
over and over does not necessarily lead to better memory. The appropriate
behaviors are required, even when one is trying to remember. The foundations of
memory (declarative memory) include: brain health, focused attention, elaborative
encoding, spaced rehearsal (distributed practice) and testing. A key underlying
factor supporting memory is understanding.
•
The
foundations of memory support understanding
•
Understanding
implies strong organization of memory connections
•
ALL
MEMORY RESIDES IN THE BRAIN!!
In my seminars Exploring Memory and Strategies To Maximize Learning a
comprehensive overview of memory is provided.
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